Marti Smith

FRIT 7340-Instructional Design Stage 3-Understanding by Design FALL 2010

Title of Unit Time Period

Verb Complements 2 weeks

Grade Level

Sixth Grade

Standard:

Primary:
ELA6C1 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 a. Identifies and uses the eight basic parts of speech and demonstrates that words can be different parts of speech within a sentence. iv. Identifies and uses verbs – action (transitive/intransitive), linking, and state-of-being. v. Identifies and uses verb phrases – main verbs and helping verbs. b. Recognizes basic parts of a sentence (subject, verb, direct object, indirect object, predicate noun, predicate adjective).

Secondary:
ELA6R1 The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of literary and informational texts. For literary texts, the student identifies the characteristics of various genres and produces evidence of reading that: a. Identifies and analyzes sensory details and figurative language. ELA6W2 The student demonstrates competence in a variety of genres. c. Includes sensory details and concrete language to develop plot, setting, and character (e.g., vivid verbs, descriptive adjectives). d. Uses a range of strategies (e.g.,figurative language). The student produces technical writing (friendly letters, thank-you notes, formula poems, instructions) that: a. Creates or follows an organizing structure appropriate to purpose, audience, and context.

Students will understand:

• How to locate a complement within a passage of an essay. • The function of each complement within a sentence. • How to compose a sentence correctly using complements.

• Predicate nouns and predicate adjectives follow linking verbs. • Direct objects follow transitive verbs. • Intransitive verbs do not have indirect objects or direct objects. • Predicate nouns are used to rename the subject of a sentence. • Predicate adjectives are used to describe the subject of a sentence. • Direct objects receive the action of the verb. • You cannot have an indirect object without a direct object. • Indirect objects always precede their direct objects. • Direct objects, predicate nouns, and indirect objects can be nouns or pronouns • Predicate Adjectives are adjectives. • Indirect objects receive the direct object from the subject.

Essential Questions: Overarching Questions: Topical Questions:

• How does one identify a direct object from a predicate noun? • What is the importance of using direct objects, indirect objects, predicate nouns, and predicate adjectives when writing an essay or poem? • How does using a complement change the

• What type of verb precedes a direct object? • What is the function of a predicate adjective? • What is the purpose of using a predicate noun in a sentence? • Which comes first in a sentence: a direct object

meaning of a story?

or an indirect object? • What types of words can be indirect objects, direct objects, and predicate nouns? • What complements follow linking verbs?

Stage 3: Plan Learning Experiences
Week 1
• Entry Question: If you were a writer of a children’s book, what would you do to enhance this sentence so it can be included in your story? What types of words could you add to improve its quality? H Student will complete a pretest of verb complements to check for prior knowledge. E The teacher will introduce the essential question and discuss the performance task which will be created at the end of the unit. W Students will be introduced to the material by using a Tree Map to distinguish the differences between the four complements. They will also view a flipchart with examples of each complement. Each student will be able to come to the Promethean board to find the complements in a sentence. E Students will work in groups to practice finding direct objects/indirect objects and predicate nouns/adjectives in sentences and within paragraphs. E,E-2 Students will locate direct objects and indirect objects independently on a worksheet. E Students will locate predicate nominatives and predicate adjectives independently on a worksheet. E Students will read a poem and underline the predicate nouns or predicate adjectives within the poem. The worksheet will be turned

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into the teacher to check for understanding. Once they have gone back and corrected any mistakes they have made, they will then replace each word with a new predicate noun or adjective. R, E,E-2 • Students will read a given set of passages and correctly locate the two complements of their choice within the passages. E

Week 2

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Students will complete a worksheet correctly locating and identifying the direct object or predicate noun in each sentence. E Teacher will model the creation of a metaphor poem for the students. Students will then be divided into three groups. Lower achieving groups will be given a poem with blanks. They will fill in the blanks with the appropriate word (similar to a mad lib). The second group of students will each create a metaphor poem. They will then switch with a partner in their group and locate the other student’s predicate nominatives or predicate adjectives. The final group will produce their own eight line metaphor poem. Each line must contain a predicate noun or predicate adjective. They will correctly identify each one in the lines. T, E In groups of four, students will choose a complement and create a ten minute mini- lesson to re-teach. They will create sentences, use internet games or other types of activities to help them check for understanding of that complement. T, E Students will choose a story from their writing portfolio. They will rewrite the story by adding verb complement to their story. T,R Quiz – find and identify the verb complement in each sentence using activotes. E The students will be divided into three groups. Students in group 1 will create sentence illustrations by using a given set of subjects and verbs. They will then find pictures from magazines, the internet, newspapers, or their own personal drawings to identify the direct object and possibly the indirect object in the sentences they create (each student must create at least three sentences which contain an IDO and a DO) (this may need to be completed at the beginning of week three). Students in group 2 will be given verbs, but they will

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have to create sentences adding their own subjects and complements Students in group 3 will create the sentence illustrations from scratch. They will not be given any subjects, verbs, or complements. They will generate their own sentences correctly by using words and pictures. T,E

Week 3
• GRASPS projects-Students will work in pairs to create an online presentation to share on the class wiki for future sixth grade students to use to enhance their understanding of verb complements. W,E-2, T Students will go to the class wiki page to critique their classmates’ online presentations of verb complements as well as their own. E,E-2 Verb Complement Test-E

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Notes to the Instructor

**I have some worksheet activities included so I can make sure basic understand of skills is there before the higher level activities occur. If I see those skills are missing, I know that I will need to spend more time on a skill before we move on. **I do not have any “off the shelf” activities. I create my own sentences and flipcharts using complements (mainly because I think my textbooks are too easy). ** I have attached the pretest. It is found below the rubric. Sources:

McTighe, J. and Wiggins, G. (2004).Understand by Design: Professional Development Workbook. Alexandria, VA. Association for Supervision and Curriculum Development Sixth Grade ELA Georgia Performance Standards Georgia Department of Education.(2006). Georgia Performance Standards. retrieved from: https://www.georgiastandards.org/standards/Georgia %20Performance%20Standards/Grade-Six.pdf Crawford,L., Martin,C., Philbin, M.(2005) Read for Real. Columbus, OH. Zaner Bloser, Inc.

Pretest-Complements
1. Which of the following complements follow a linking verb and renames the subject? a. Direct object b. Predicate noun c. Predicate adjective d. Indirect Object

2.

What is the function of a predicate adjective?

3. What type of verb does the direct and indirect object follow?

Indentify the underline word in each sentence below.
a. direct object d. indirect object 4. b. predicate noun c. predicate adjective

My dog chewed that bone all day.

5. The small children were trees in the school play. 6. We have been concerned about the child’s high fever. 7. Did you see Taylor pass Kevin that note during the assembly? 8. The young man was a student at the school last year. 9. The ancient painting is a relic from many generations past. 10.Skylar fed the donkey some carrots from his grandfather’s garden.

11.Create a sentence using a direct object and indirect object (circle the direct object and place a box around the indirect object).

12. Create a sentence using a predicate adjective (circle the predicate adjective).

13.Create a sentence using a predicate noun (circle the predicate noun).

14. What do you believe using a verb complement will do your writing?

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