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Applying Writing for Life

Stage 1: Desired Results
Established goals:

Core Standards for Language: 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Use parallel structure. b. Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations. (L.9-10.1.)

2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses. b. Use a colon to introduce a list or quotation. (L.9-10.2.) c. Spell correctly. 3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. a. Write and edit work so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, Turabian’s Manual for Writers) appropriate for the discipline and writing type. (L.9-10.3.) 4. Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. (L.9-10.6.)

Core Standards for Listening and Speaking: 1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively. c. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented. (SL.9-10.1.) 2. Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source. (SL.9-10.2.) 3. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grades 9–10 Language standards 1 and 3 for specific expectations.) (SL.9-10.6.) IA.5.Prepare and conduct interviews. IA.7.Debate an issue from either side.

Core Standards for Writing: 1. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.) (W.9-10.4) 2. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 9–10.) (W.9-10.5.) 3. Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically. (W.9-10.6.) 4. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. (W.9-10.10.) Core Standards for Reading: 1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. (RI.9-10.1.) 2. Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. (RI.9-10.2.)

Understandings: Students will understand that… -Writing is an essential tool for success in 21st Century literacy

Essential Questions: -Why is writing important? -How is writing used to convey a message/ or point of view? -In what ways do we use writing in our everyday lives? -In what ways do we use speaking in our lives? -Why is it important to be speak well? Students will be able to… -Create different forms of texts -Construct complete sentences using proper grammar and punctuation -Conduct an interview -Use media to create an interview video Other Evidence: -Admit Slips will be assigned before each class starts with questions to engage students and connect ideas from the previous lessons in this unit or prior units that will get them thinking about the topic being covered right off the bat! -Exit Slips will be posted on the door at the end of each class period, where students can give feedback on the lesson, ask to have any information covered in the following class that they may still be unsure of or provide ideas for in-class activities. I will use this information to prepare the following lessons in this unit and what will be

Students will know… -The conventions of traditional (formal) and nontraditional (informal) writing -

Stage 2: Assessment Evidence
Performance Tasks: -Completing an MTV application -Journaling- teaching students how to journal and reflect on ideas will be one of the performance-based summative assignments in this unit -Complete a magazine article using the interview questions each student came up with -Complete a web-based interview

addressed. -Quick Writes will be done periodically during class periods to have students stop and process the information they are learning about writing by seeing if they are in turn able to put these thought processes in written work.

Stage 3: Learning Plan
Learning Activities: -Think,Pair, Share- I will stop periodically throughout the lessons being taught to have students pair up with a classmate sitting beside them to process the content being taught in stages and to help each other work through any problems and to deepen level of understanding. -Think Alouds- I want to encourage students to work together and to help inform each others learning through speaking and listening activities such as thinks alouds and TPS, these activities will allow students to help one another develop and deepen their understanding of the content and to work through any struggles or misunderstandings. -Jigsaw method of discussion based activity-Will help students develop an opinion on a controversial subject and then an opportunity to discuss it and then journal about this activity. This teaches students the powerful tool of reflection as well as self-reflection in the form of journaling. -Interviewing one another while taking on different characters.

Unit: Writing for Life
We ek Monday Tuesday Wednesday Thursday

Pacing Calendar
Friday

1
1 -Intro to unit st -How 21 century literacy is a key tool for success -Small group discussions/ create a poster on one st area of 21 century literacy. -Exit slip: Do you have any questions about this concept? What is one part of st 21 century literacy that you would like to become stronger in?

2
-Do you like writing? Why/ why not? What forms of writing have you been taught mostly? -Think Pair Sharing this admit slip -Sharing whip activity- quickly adding comments about this admit slip. -Discussion on forms of writing (formal/ informal and traditional/ conventional) -Exit slip: Reflect on what you have learned and what you would like to know more about.

3
-Lesson #1 -Admit slip: What can journals be used for? What are some examples of journals? Do you keep a journal? -Think, Pair, Share with a partner your answer -Introduce journaling activity -Jigsaw activity -Quick write: students complete a journal entry on reflecting on how this activity went and connecting it to their lives

4
-Lesson #2 -Admit slip: We’ve learned about journaling. What is another form of writing that we use in our every day lives? -Introduction to application writing. -Think, Pair, Share with a partner your responses. -Sharing Whip answers. -Lesson on how to create grammatically correct simple sentences. -Look at some examples of applications. -Complete their own MADE application.

5
-Lesson #2 continued -Introduce webbased video interview -Give students the outline and let them practice their speeches -They are to talk about themselves for 2 minutes highlighting anything interesting about themselves and why they feel they should be chosen to be MADE. -Continue to work on MADE application/ complete the web-based interview using Quicktime program.

6 2 -Read a few poems from Where the Sidewalk Ends by Shel Silverstein -Have students create their own poems in small groups given them certain words and phrases that they have to include in the poem they create. -The groups share their poems with the rest of the class.

7 -Entry slip: Watching clips that I have put together that are all advertisements such as commercials or ads in newspapers/ magazines or radio clips. -Students respond to the entry slip: These are all forms of persuasive writing. How do you know this? What goes into creating an advertisement whether is be a drawing, a photo, written words or verbal communication? -We’ll discuss this as a whole group. -Students will have time to brainstorm in small groups what they want to do for completing an advertisement. They will have the option of completing it on their own or in a group.

8 -Continuation of creating an advertisement lesson/activity. -Outline as a class the stages of creating an advertisement. -Students will work independently or in groups to complete their short advertisement. -Continue working on advertisement in groups. -Meetings throughout the period with myself to check for understanding.

9

10 -Each group will quickly present their respective advertisements.

11 3 -Lesson #3 -Look at different professional interviews. -Talk about the interviews in whole group setting. What stands out to them? -Look at the questions used. -Have students work in small groups to think of some questions they would use in an interview.

12 -Lesson #3 continued -Admit Slip: What did you learn about interviewing in yesterdays class? -Talk about some skills you need to possess when interviewing. -Look at some examples of interviews that students their age created. -Talk about the differences between the professional and the student. -Discuss the types of questions used. One they feel are important to ask. -Have the students interview one another on the spot without preparing an interview. -Exit Slip: How important is it to be prepared when you are interviewing someone?

13 -Lesson #3 continued -Review the answers from the previous days exit slips -Discuss why the questions asked determine how well an interview go. -Introduce the activity they will be doing which will be a summative performance assessment that will include writing and speaking. -Have the student work with a partner or in a small group to generate ideas for questions. -Then have the students create the questions they will be using when they interview. -At the end I will have students come in character to class tomorrow.

14 -Lesson #3 continued -Students will perform the interviews being both the interviewer and the one being interviewed -Students will have time at the end the end of class to discuss how this activity went with their partner. -Exit Slip: Tell me how this activity went? Were you able to identify who you were interviewing through the questions you asked?

15 -Lesson #3 continued -Students will continue to work on their write-up on the interview and peerevaluate one another and hand in a good copy when they are done.

Your Name: Diana Boultbee Name of Unit: Applying Writing for Life
Subject Area: English Language Arts Grade Level: 9th grade Instruction time: 45 minutes

Lesson Summary Description

This lesson that I will be teaching today is part of the Applying Writing for Life unit. Although this is a writing unit I believe that it is important to emphasize the importance of language development, reading, listening and speaking and as well writing standards into every unit. The main focus of this lesson will be on introducing the students to learning how to journal. My goal is to create a positive learning environment for my students and I believe that in order to do so I must develop a relationship with each and every one of my students and I think that journaling is a very powerful way of doing this. I want to incorporate journaling into my classroom management strategies. The goal is for students to journal in my classroom once a week, possibly every Monday- I think this is a good way of starting off the week. I want students to be able to write to me about ANYTHING but I think that this is very hard concept for students are first. So I thought it would be best to start this idea off by having students complete a discussion based class lesson on a made up scenario that is controversial but is an issue that has come up and then have the students discuss it in groups and then journal about it. My hopes are that students start writing about this scenario and then possibly open up and share to me a situation they have been in that made them connect to this story or maybe it just functions as a good first step in the process. Either way this is an activity that I feel accomplishes both a goal of establishing journal writing in our class as well as covers a very controversial topic that has come up in our school recently. It is important to note that I have already written to parents informing them of why I have chosen to teach this topic and how I intend to teach it, as well as the benefits I see from teaching it to these students. If parents have chosen to not have their children take part in this discussion though, I have set up an alternative assignment for the students with the same objective of establishing journal writing but done in a different way.

Note: Out of the lessons I have provided this is the first one completed in the sequence. 1. Journaling lesson 2. Application lesson 3. Interview & magazine article lesson

Standard(s)
Core Standards for Listening and Speaking: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively. c. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented. (SL.9-10.1.)

Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grades 9–10 Language standards 1 and 3 for specific expectations.) (SL.9-10.6.) IA.7. Debate an issue from either side.

Core Standards for Writing: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. (W.9-10.10.)

Core Standards for Reading:

Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. (RI.9-10.1.)

Enduring Understandings/Essential Question(s)
-How is writing used to convey a message/ or point of view?

-In what ways do we use writing in our everyday lives? -In what ways are we affected by sexual harassment? -In what ways does gender discrimination exist?

Objective(s)
At the end of this lesson (C), students (A) will understand the importance of reflective writing and will be able to successfully know how to complete journal entries (B).

At the end of this lesson (C), students (A) will understand how to objectively look at a situation from multiple perspectives (B).

Differentiation
All students & Struggling students- Before providing the ways in which I have chosen to differentiate this plan based on the needs of my students I would like to make it clear that I believe that everyone has the option for modifications to every lesson in my classroom not just students on IEP’s or ELL’s. I believe that my classroom should be a comfortable space for students that is both challenging and encouraging by facilitating a safe learning environment. Every student has the opportunity of multiple exposures to modeling and guided instruction as well as the option to discuss any challenges they may be facing and whether there are changes we can make together to lessons and/or assignments. For this lesson students will be in split in 4 different groups (each taking a different perspective or point of view on this scenario) and in their group one person will volunteer to read the piece out of loud to the rest of the group. Then they will be in a group processing their ideas on the piece taking on the perspective they were assigned.

English Language Learners- There will be a lot of guided instruction and modeling throughout this lesson making sure ELL’s will have proficiency level appropriate instruction, therefore modifying the process. Ell’s will be split up in different groups so that they will be working with native English speakers who can help them understand the scenario better.

Students with IEP’s- Students will be provided with ALL accommodations mandated on their individual IEP’s. Also, students will have access to other modifications or differentiation strategies being used in the classroom for other students. Students know to communicate with me if they are still struggling or know there is a modification they would like to happen at the beginning of the lesson to talk to me and we can always come up with an agreement on how to arrange something that will work for both the student and for myself in terms of helping them be as successful as possible.

Resources & Materials
-Colored and numbered sheets to indicate which group each student will be in for the first group discussion (colors) and second group discussion (numbers). (attached)

-Scenario handout (four of the same scenario; all with a different perspective of the same situation) (attached) -Journals

Student Assessment(s)
I will informally assess students during group work, which includes the TPS strategy. I will also read each students quickwrites, which will allow me to see where students understanding of material is at and also how to guide my instruction to meet the needs of the students. Keeping an eye out while the students work in groups will allow me to evaluate how much each student is contributing to the discussion which will help me see where the students understanding is as a group and where each students individual level of comprehension is at. I will be assessing students on (A) how much they were able to contribute to the group discussions (B), and their ability to create a journal entry at the end of the lesson contributing their own thoughts on the topic and to be able to back it up and support their answer with at least two reasons as to why they feel the way they do about sexual harassment and the gender roles associate with it (C).

I will formally assess my students with the journal entry they hand in at the end of this lesson. I will not be assessing on content but more if they completed the assignment and were able to understand how to create a journal entry by the end of the lesson.

Instructional strategies/methods
This lesson will feature both direct and indirect instruction. However, the lesson will mainly consist of indirect instruction as I feel that it is extremely beneficial for students to learn from one another and work in small groups to work through their understanding and deepen comprehension levels. The direct instruction will occur when I introduce this idea of journaling to the students and the activity we will be using in this lesson to help the students realize how in depth a journal reflection can be and to see how it works. This was designed to utilize the Jigsaw method of discussion to create a well rounded discussion from students so I will be directing the students on how this strategy works as it is the first time in our class that we can implemented this into instruction. Other than the two times that I will be teaching the students what they will be doing, this class will mainly consist of students running the discussion and myself monitoring it and checking for comprehension here and there by checking in with the groups and asking thought provoking questions that will lead or guide the discussions.

Detailed Lesson Steps/Sequence
1. 2 minutes- Starter Question: Students will think about this question that is up on the board first on their own: What can journals be used for? What are some examples of journals? Do you keep a journal?

2. 3 minutes- Think, Pair, Share activity: Students will turn to a partner and share what they came up with for an answer to the question and listen to what someone else came up with. The pair will then discuss together where their answers may have differed or were the same. 3. 5 minutes- I am going to introduce this concept of journaling and why and how it can be used in a classroom. I will explain how I would like to implement this into our classroom routine, making it a habit of having students complete a journal entry every Monday morning and see how they feel about this and if they have any questions. 4. 5 minutes- Next, I am going to introduce the topic for the activity today, which is Sexual Harassment. Given that this has been an issue that has come up recently in our school and with issues in this group of students in this 9th grade class I am going to have the students complete a quickwrite on how they feel about this term. 5. 20 minutes- We will complete the jigsaw discussion that I have attached. The students will be given each a piece of paper with a number on it (numbered 1-8). The paper the student receives will either be blue, pink, purple or orange. Each color represents a perspective and this indicates which group the student will be in first. After the students have talked in their groups and read over the scenario together, they will look at the facts on the back and go over the questions that are also located on the back (this is where each group has separate information). They will have 8 minutes to read and discuss. When the time is up they will move into their next group (which are the numbers they received). All people with the same number (one from each color) will now be grouped together and will have 8 minutes to discuss the issue in this scenario with 4 different perspectives. This will allow the students to see the issue from different points of views. With the last 4 minutes, each group will report to the class with what perspective they found themselves siding more on. This will only be furthered reinforced when they see the differences in the answers from each group. 6. 10 minutes- The last 10 minutes of the period will be used to have students write and reflect in their new journals. The journals will be collected at the end of the period.

*** picture of jigsaw activity

Your Name: Diana Boultbee Name of Unit: Applying Writing for Life
Subject Area: English Language Arts Grade Level: 9th Grade Instruction time: 45 minutes

Lesson Summary Description
This lesson that I will be teaching today is part of the Applying Writing for Life unit. Although this is a writing unit I believe that it is important to emphasize the importance of language development, reading, listening and speaking and as well writing standards into every unit. The focus of this lesson is to prepare students for writing on job applications. My goal is to show students that writing is not just important academically but is also incredibly important for real life applications in the work force-whether it be for part-time employment or applying for a career. Creating meaningful sentences that use proper grammar and sentence structure and are legible is an essential tool. In this unit, before teaching this lesson, students have been working on learning how to write using proper punctuation, capitalization, verb tenses and different conventions of the English language. To begin this lesson I will have students fill out an admit slip at the beginning of this class. Once students have taken a few minutes after entering the class to answer the prompt, I will have the students pair up with a partner using the Think, Pair, Share strategy and discuss their ideas. Next the students will share what each group came up with using a Sharing Whip strategy. I will start off this exercise with modeling an example for the students. Next I will do a mini lesson with the students to re-introduce what a complete sentence is and how it is composed (3 parts: subject, predicate, and complete thought). We will then pull in what we initially talked about, using our admit slip topics and discuss one very important use of writing outside of academics which is applying for jobs and how important writing is when filling out an application. I will have the students look at two very different examples of an application- one that is filled out using proper grammar and sentence structure that is neatly organized, and one that is sloppy and hard to read. After this lesson has been conducted and students have seen examples they will have the opportunity to fill out an application for themselves. For the sake of making this a more engaging activity and pulling in multiple core standards, the students will be filling out a application for a the tv series Made and will complete an interview using Quicktime. This activity will help students see what an application looks like and what its composed of and let them practice * Note: Out of the lessons I have provided this is the second one completed in the sequence. 4. Journaling lesson 5. Application lesson 6. Interview & magazine article lesson

Standard(s)
Core Standards for Writing: 5. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.) (W.9-10.4) Core Standards for Language: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Use parallel structure. b. Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations. (L.9-10.1.) Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. c. Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses. d. Use a colon to introduce a list or quotation. (L.9-10.2.) e. Spell correctly. Core Standards for Listening and Speaking: Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source. (SL.910.2.)

Enduring Understandings/Essential Question(s)
-In what ways do we use writing in our everyday lives? -Why is it important to be able to speak well and communicate effectively? -In what ways do we convey emotion in our voices when we speak?

Objective(s)
At the end of this lesson (C), students (A) will understand (B) the importance of being able to write properly when filling out an application (C) making sure not to have any grammatical errors (D).

After completing this web-based interview (C), students (A) will be able to apply strategies to speak effectively (B) with confidence and poise (D).

Differentiation
All students & Struggling students- Before providing the ways in which I have chosen to differentiate this plan based on the needs of my students I would like to make it clear that I believe that everyone has the option for modifications to every lesson in my classroom not just students on IEP’s or ELL’s. I believe that my classroom should be a comfortable space for students that is both challenging and encouraging by facilitating a safe learning environment. Every student has the opportunity of multiple exposures to modeling and guided instruction as well as the option to discuss any challenges they may be facing and whether there are changes we can make together to lessons and/or assignments.

English Language Learners- There will be a lot of guided instruction and modeling throughout this lesson making sure ELL’s will have proficiency level appropriate instruction, therefore modifying the process. Given that this lesson will not be working with reading comprehension there will be no need for substituting the text. However, if students are having a hard time focusing and working on this assignment, I will provide students with the option of either leaving out the web-based interview assessment piece of this lesson if they do not feel ready for it or they have the option of working with a partner of an equal or higher proficiency level.

Students with IEP’s- Students will be provided with ALL accommodations mandated on their individual IEP’s. Also, students will have access to other modifications or differentiation strategies being used in the classroom for other students. Students know to communicate with me if they are still struggling or know there is a modification they would like to happen at the beginning of the lesson to talk to me and we can always come up with an agreement on how to arrange something that will work for both the student and for myself in terms of helping them be as successful as possible.

Resources & Materials
-Examples of applications (see attached) -MTV Made application -Computer/ Quicktime program for interview

Student Assessment(s)
I will informally assess students during group work, which includes the TPS strategy and the Sharing Whip to check for comprehension. I will also read their admit/exit slips which will allow me to see where students understanding of material is at and also how to guide my instruction to meet the needs of the students.

I will formally assess my students with the application and interview they will be completing for the mock MTV Made series. Students will have the opportunity to see two different examples of job applications. After they will complete an application themselves, which for the sake of engaging students I chose to have them complete an MTV application. They will also complete a web-based interview, which will help prepare them for a lesson they will be completing later in this unit where they will have to interview one another. Myself and two other colleagues will read over the applications and watch the interviews that the students have completed and we will determine a mock winner. I will be assessing students on (A) how well they were able to address the intended audience of their interview and application, (B) ability to answer the application questions and create a presentation of oneself in the interview, (C) how they used what they learned in class and (D) whether they were able to successfully complete the assignment.

Instructional strategies/methods
This lesson will feature both direct and indirect instruction. However, the lesson will mainly consist of indirect instruction as I feel that it is extremely beneficial for students to learn from one another and work in small groups to work through their understanding and deepen comprehension levels. The direct instruction will occur when I teach students about sentence structure and how a sentence is composed and when I provide the examples for the students and model how to complete the assignment. The indirect instruction will consist of the TPS strategy and when students are working in groups to ask peers questions about the assignment or peer editing each other’s work.

Detailed Lesson Steps/Sequence
1. 5 minutes- Students will complete an admit slip when they enter class addressing the following question: What are some of the ways that we have discussed that writing is used in our everyday lives? 2. 2.5 minutes- Think, Pair, Share activity: Students will turn to a partner beside them and discuss what they came up with and listen to what their partner came up with in answering the prompt. Each student will have one minute to talk and one minute to listen to their partner and then 30 seconds to come up with an idea to share with the class 3. 2.5 minutes- Sharing Whip: I will first model how to do this, even though we have done this before in class. I will share what I came up with as an answer to this question and then I will start by pointing to one side of the room and having them share and then we will go around the classroom. 4. 1 5minutes- I will do a lesson on how to create a grammatically correct sentence. I will model several examples for the students along with introducing how this ties into real life. I will tie this into job applications, which is one situation in which writing properly is important and applicable to them in their lives right now. I will model two different examples of applications- one that is filled out using proper grammar and sentence structure that is neatly organized, and one that is sloppy and hard to read. I will ask the student’s questions such as “If you were hiring someone for a job, based on these two applications who would you choose?” 5. 10 minutes- I will then move into explain the assignment, which is to complete a mock application for the MTV series Made. They will complete a written application as well as complete a 5 minute presentation introducing themselves using the Quicktime program

available on MACS or another online video website or service. They will give in these assignments together after spending time working on this assignment in and out of class over the next week. I will at this time ask students what their questions are regarding this assignment and I will try and answer them as best as possible, hopefully helping to scaffold their thinking. 6. 10 minutes- At the end I am going to give the students time to go over the assignment with partners and start working on the written aspect of the application.

Discussion Notes on how to form simple sentences (direct instruction):

Simple Sentences
A simple sentence contains a single subject and predicate. It describes only one thing, idea or question, and has only one verb - it contains only an independent (main) clause. Any independent clause can stand alone as a sentence. It has a subject and a verb and expresses a complete thought. For example: • Jill reads. Even the addition of adjectives, adverbs, and prepositional phrases to a simple sentence does not change it into a complex sentence. For example: • The brown dog with the red collar always barks loudly. Even if you join several nouns with a conjunction, or several verbs with a conjunction, it remains a simple sentence. For example: • The dog barked and growled loudly.

Compound Sentences
Compound sentences are made up of two or more simple sentences combined using a conjunction such as and, or or but. They are made up of more than one independent clause joined together with a co-ordinating conjunction.

For example: "The sun was setting in the west and the moon was just rising." Each clause can stand alone as a sentence. For example: "The sun was setting in the west. The moon was just rising." Every clause is like a sentence with a subject and a verb. A coordinating conjunction goes in the middle of the sentence, it is the word that joins the two clauses together, the most common are (and, or, but) For example: • I walked to the shops, but my husband drove. • I might watch the film, or I might visit my friends. • My friend enjoyed the film, but she didn't like the actor.

Complex Sentences
Complex sentences describe more than one thing or idea and have more than one verb in them. They are made up of more than one clause, an independent clause (that can stand by itself) and a dependent (subordinate) clause (which cannot stand by itself). For example: "My mother likes dogs that don't bark."

Dependent clauses can be nominal, adverbial or adjectival.

Finding the Verb
When you analyze a sentence, first identify the verb. The verb names and asserts the action or state of the sentence. For example: • "Working at the computer all day made David's head ache." The main verb of the sentence is "made", not working. Verbs identify our activity or state. For example: eat, sleep, run, jump, study, think, digest, shout, walk ....

The Subject
The subject is the person or thing the sentence is 'about'. Often (but not always) it will be the first part of the sentence. The subject will usually be a noun phrase (a noun and the words, such as adjectives, that modify it) followed by a verb.

Finding the Subject
Once you determine the verb, ask a wh...? question of the verb. This will locate the subject(s). For example: • David works hard. Who "works hard"?=David does=the subject. •

• Beer and wine are my favourite drinks. What "are my favourite drinks"? Beer and wine are=the subjects. The subject(s) of a sentence will answer the questions, "who or what."

The Predicate
Once you have identified the subject, the remainder of the sentence tells us what the subject does or did. This part of the sentence is the predicate of the sentence. The predicate always includes the verb and the words which come after the verb. For example: • Michael Schumaker drove the race car. "Michael Schumaker" is the subject; "drove the race car" is the predicate.

** picture of sample application forms (good & bad)

Made Application Cover Page

MTV’s MADE QUESTIONNAIRE

QUESTIONNAIRE INSTRUCTIONS **PLEASE RETAIN THIS SHEET FOR FUTURE REFERENCE**
1. PLEASE REVIEW THIS INSTRUCTION SHEET CAREFULLY. 2. Please use dark colored ink to complete this packet. 3. Please answer all questions honestly and to the best of your ability. Please note that if you move on in this process, we will require you to sign Producer’s standard paperwork which shall include, but not be limited to, a participant waiver/release agreement and confidentiality form 4. Please write only on the printed side of the paper. Feel free to attach additional sheets as necessary. DO NOT turn the page over and write on the back.

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Name: Diana Boultbee
Subject Area: English Language Arts Grade Level: 9th Grade Instruction time: 45 minutes

Lesson Summary Description
This lesson that I will be teaching today is part of the Applying Writing for Life unit. Although this is a writing unit I believe that it is important to emphasize the importance of language development, reading, listening and speaking and as well writing standards into every unit. The focus of todays lesson will be on one aspect of creative writing with is writing magazine articles. This is a different form of formal writing rather than what students are use to seeing which is essay writing. The students will be doing this through creating interview questions, which have already been done in the lesson prior to this activity. Students were also given many different examples of magazine interview articles. The goal for the students was to be able to create questions to help them understand someone well enough to be able to write an article on them afterwards using the questions asked. For this activity students have been asked to dress up as any person they would like, whether it be a southern farmer or a slave from the slave trade to Katy Perry all the way to even dressing up as their grandmother. Students have the freedom to choose the role the they would like to take on, the trick is however that they need to persuade people that they are this person- they need to become this character, all the way from what they are wearing to the accent they carry. Now when students come to class they need to be these characters right off the bat BUT they are not allowed to tell anyone else who are they are! I will be drawing names from a hat to pair the students up. Each will take a turn being the interviewer and the one being interviewed. When the students take on the role of being the person interviewed they need to answer the questions not how they would if they were being themselves but how they would as these characters. After this has been completed I am going to ask if the students want it to be revealed to them who they were interviewing or if they want to just create an article based on the questions and make the person who they want to be. Such as if they were interviewing someone who took on the role of their grandmother and by the end they thought the person was being Oprah Winfrey then they can write their article based on the fact that they were interviewing Oprah. Or whether they would like to know who the person was? Once the students have completed this activity I am going to have them go over their answers and start working on how they would like to set their article up but the rest will be taken home as a homework assignment.

* Note: Out of the lessons I have provided this is the third one completed in the sequence. 7. Journaling lesson 8. Application lesson 9. Interview & magazine article lesson

Standard(s)
Core Standards for Listening and Speaking: Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grades 9–10 Language standards 1 and 3 for specific expectations.) (SL.9-10.6.) IA.5.Prepare and conduct interviews.

Core Standards for Writing: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.) (W.9-10.4)

Core Standards for Language: Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. f. Write and edit work so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, Turabian’s Manual for Writers) appropriate for the discipline and writing type. (L.9-10.3.)

Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. (L.9-10.6.)

Enduring Understandings/Essential Question(s)
-In what ways do we use speaking in our lives? -Why is it important to be speak well?

Objective(s)
At the end of the lesson (C) students (A) will be able to create effective interview questions (B) and be able to conduct and interview and be interviewed (D).

Differentiation
All students & Struggling students- Before providing the ways in which I have chosen to differentiate this plan based on the needs of my students I would like to make it clear that I believe that everyone has the option for modifications to every lesson in my classroom not just students on IEP’s or ELL’s. I believe that my classroom should be a comfortable space for students that is both challenging and encouraging by facilitating a safe learning environment. Every student has the opportunity of multiple exposures to modeling and guided instruction as well as the option to discuss any challenges they may be facing and whether there are changes we can make together to the lessons and/or assignments.

English Language Learners- There will be a lot of guided instruction and modeling throughout this lesson making sure ELL’s will have proficiency level appropriate instruction, therefore modifying the process. I have made sure to provide ELL’s will appropriate proficiency level assistance as in creating the interview questions. Level one and two ELL’s will be given questions instead of having them create their own. Levels 3 and 4 have the option of having sentence starts or examples of some questions (as does every other student in my class have this option of examples). I do want the students to complete the interview though, it will be good practice for them and this is a safe and judgment free zone that supports and facilitates their learning. As for the write up (magazine article) students will have the option to orally tell me about the interview if they are not yet comfortable writing or their writing is not up to that level. I will also help students by providing examples and fill in the blank articles they could use to help structure their own article.

Students with IEP’s- Students will be provided with ALL accommodations mandated on their individual IEP’s. Also, students will have access to other modifications or differentiation strategies being used in the classroom for other students. Students know to communicate with me if they are still struggling or know there is a modification they would like to happen at the beginning of the lesson to talk to me and we can always come up with an agreement on how to arrange something that will work for both the student and for myself in terms of helping them be as successful as possible.

Resources & Materials
-Interview Questions that were prepared by each student -Costumes prepared by students -Examples of different interview articles (attached)

Student Assessment(s)
I will informally assess students while they are performing the interview processes with their partners to see how it is going and if the questions the students created were good. I will have checked the questions prior to them completing this activity but I will want to see if this activity is working as well as I have hoped given that it will be my first time doing this activity with my class.

I will formally assess my students magazine interview articles on whether they were able to successfully complete an article within the different structures they learned about. Whether they were able to create an article with little to no grammatical errors as we have worked on grammar consistently throughout this unit as well was it presented well. I will be assessing students (A) were able to complete the interview process (B) using the questions they had created (C), and create a grammatically correct and visually appealing article using the questions (D).

Instructional strategies/methods
This lesson will feature both direct and indirect instruction. However, the lesson will mainly consist of indirect instruction as the students are in charge of running these interviews in this lesson. The only time that there will be direct instruction in this lesson is when I stand up at the front of the room and arrange the partners and set up the class.

Detailed Lesson Steps/Sequence
1. 5 minutes- Arrange the partners by drawing the names out of the hat. Note that for ELL’s I will have already arranged their groups with a native English speaker I felt would help them, same goes for some of my students on IEP’s. I wanted to make sure this activity went well and that every student could learn from it. 2. 25 minutes- This will be the time that students are provided in class to interview each other, splitting up the time for each student to take their turn being the interviewer and the one being interviewed. I will be walking around at this point making sure everyone is on task. 3. 5 minutes- I am going to ask students what they thought about this activity and to write about it in a quickwrite answering the following questions: What did you like about this activity? Did this activity work? 4. 10 minutes- Students will have the remainder of class to start working on their magazine article. This will allow them time to ask me questions or their peers questions about how they want to set it up or how someone else thinks they should set up it up given the structures they have learned about.

** pictures of the different articles