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Name: Daphnie Peterson

Date: 11/24/13

Subject: Literacy

Grade: 9 1!

Lesson Standard/Evidence Outcome: CCSS.ELA-Literacy.L.9-10.1b 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.

Evidence Outcomes: Standard:3. Writing and Composition Students can: a. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. (CCSS: L.9- !. a" i. #se of parallel structure(CCSS: L.9- !. a" ii. Distinguish $etween the active and passive voice% and write in active voice. iii. #se various t&pes of phrases (noun% ver$% ad'ectival% adver$ial% participial% a$solute" and clauses (independent% dependent% noun% relative% a$ver$ial" to conve& specific meanings and add variet& and interest to writing or presentations. (CCSS: L.9- !. $" Extended Evidence Outcome: Edit a discipline specific written product focusing on standard English conventions.

Content Objective: ( want students to learn a$out present-time ver$s and their usage when writing or speaking. Language Objective: Students will $& the end of the lesson $e a$le to identif& what a present-time ver$ vs. other ver$ t&pes and its proper usage in a sentence ) out of * times.

Essential Vocabulary: review verb types: ver$% action ver$% predicate main ver$% and helping ver$. +resent time ver$.

Activity 1
"e#ie$ pre#ious types o% #erbs and ho$ they are used& 'ntroduce Present time #erbs and ho$ they are used in a sentence&

Activity 2
Students $i(( $or) on a %i(( in the b(an) $or)sheet identi%yin* the proper usa*e o% present time #erbs&

Materials needed
"e#ie$ sheet +or)sheet Pen/penci(

"esources http://$$$&corestandards&or* http://$$$&cde&state&co&us

Name: Daphnie Peterson

Date: 11/24/13

Subject: Literacy

Grade: 9 1!

Opening
,eacher will ask the group if the& remem$er the different t&pes of ver$s. ,eacher will then give a couple of e-amples of each.

Classroom Management
,he class will $e taught as a large group with some individual discover&.

Lesson Activities:

Lesson Checks for Understanding and Assessments:

I Do (teacher instruction) !re-assess"ent .eacher $i(( ha#e student,sturn in their $or)sheet and $i(( then (oo) o#er $hat mista)es $ere made and then corrected& 2rom this in%ormation teacher $i(( then decide i% %urther instruction is needed in the area o% present time #erbs and i% there some re teachin* that needs to be done& Teacher will review with the student(s) what verbs are and the different Ask student(s) if they are re"e"bering this and ask for e&a"ples. If not types of verbs used when writing and speaking. then give the" e&a"ples

Extended Learning !e"teac#ing:

• • • •

Verb- shows action Action verb- tells what the noun predicate is doing. !redicate "ain verb- "ost i"portant verb in a sentence. #elping verb- can work with the "ain verb to tell about an action. $o"es before the "ain verb

• • • •

Verb- Tadpoles begin their lives underwater. Action verb- 'y dad eats bananas for lunch. 'ain verb- It has landed safely in a tree. #elping verb- 'y dad had studied all kinds of flight

Introduce what a !resent ti"e verb is and how it is used in writing and speaking. +e Do ,c(ass/*roup acti#ity.eacher $i(( *i#e introduction o% $hat a Present time #erb is& .eachers $i(( then handout $or)sheet to the student,s- and $or) thru %irst coup(e /uestions& %ou Do (student practice) .hen teacher $i(( a((o$ student,s- to $or) throu*h the rest o% the $or)sheet&

Durin* 0s /uestions arise the teacher $i(( ans$er and continue to encoura*e student,s- to comp(ete $or)sheet& Post assessment 0%ter about 1 1! minutes teacher $i(( then *o o#er $or)sheet *i#in* them the opportunity to sho$ $hat they ha#e (earned in order to ma)e sure there is a c(ear understandin* o% $hat present time #erbs are&

Name: Daphnie Peterson

Date: 11/24/13

Subject: Literacy

Grade: 9 1!

Anticipatory +et ,-%L %#at ) .now/

+tructure o$ lesson
.he (esson $i(( be in%orma( $ith teacher (ead instruction4 in the (iteracy c(assroom&

Modi$ications Accommodations

• •

+hat do the students a(ready )no$ 2ront (oad e3amp(es o% present time #erbs

• • •

5se o% #isua( e3amp(es 0(ready under(ined present time #erbs in sentences 5se o% teacher made notes %or re%erence

!e$lection: %#o didn&t meet t#e ob'ective( %#at would ) c#ange( *ow did ) di$$erentiate(