Strategic Lesson English Language Arts

Strategic Lesson English Language Arts

Adjective and Adverb Phrases

ARI Secondary Team 2009

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Course of Study Standard 9th Grade English Language Arts

Standard #7 Write in narrative, expository, and persuasive modes using figurative language and imagery, including simile and metaphor, when effective and appropriate. Ex: essays, letter of complaint Objectives: Using an abbreviated writing process to write an essay in timed and untimed situations Using verbals to increase sentence complexity Using a variety of patterns to organize information in multi-paragraph writings Ex: chronological order, cause and effect, order of importance Developing an effective voice suitable for audience and purpose Using a variety of sentence patterns Ex: determining use of structural variety by diagramming selected sentences Using active and passive voice when appropriate

ARI Secondary Team 2008

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Course of Study 8th Grade English Language Arts

Standard #20 Know and apply principles of grammar and usage in writing, speaking, and presenting and apply mechanics in writing. Objectives: Capitalization Punctuation Grammar, usage, and spelling - Adverb and adjective forms - Developing compound and complex sentences

ARI Secondary Team 2008

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Alabama High School Graduation Exam Language Content Standard

Standard I The student will recognize grammar and usage. Objective #8 Determine correct placement of modifiers. Note: Modifiers may be words, phrases, or clauses; adjectives and adverbs (adjectival and adverbial phrases and clauses or verbals).

Daily Outcome

Students will identify prepositional phrases in sentences and distinguish between adjective phrases and adverb phrases. Assessments (Visible Evidence of Learning) Observation Questioning Foldable Exit Slip

ARI Secondary Team 2008

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Think-Pair-Share

the opinionated teacher the teacher with an opinion The guests will be arriving before dinner. They are the happiest at the playground. He arrived late for lunch.

Frequently Used Prepositions

about behind down off till above below during on to across beneath except onto toward after beside for opposite under against besides from out until along between in outside up amid but into past upon among by like since with around concerning near through within at despite of throughout without before beyond inside over underneath

“I DO” Chunk 1

American Idol’s High Wire Act For “Idol,” ratings are of paramount concern because it will never be enough merely to survive or cling to its primetime slot. It has demolished virtually all comers, except for CBS’ durable crime drama “NCIS,” and it must continue to overpower once again or risk losing its uncanny ability to coin genuine (not the 15-minute variety) stars each season. In a recent interview, “Idol’s” executive producer, Ken Warwick, said: “Our challenge is to keep it as interesting as it’s always been, put in some changes that keep the whole thing bubbling and buoyant, and just keep people interested. The biggest problem is that it’s been on television for eight seasons. This is the eighth. What do you change? If you are any good at your job, after the third season you’ve honed it as well as you know how, really. There’s the question of how do you change it up without destroying what you’ve got. In truth, the biggest problem will always be, from now on, keeping it fresh.”

“We Do” Chunk 2

This season will see the biggest changes to the “Idol” format since Ryan Seacrest pushed aside Brian Dunkleman to take the front spot solo after the show’s first season. Already announced and widely publicized: the addition of a fourth host. Kara DioGuardi, a Grammy-nominated songwriter from New York who has written songs for and with Christina Aguilera, Celine Dion and Gwen Stefani. (She’s also worked with former “Idol” singers such as Kelly Clarkson, Bo Bice and Taylor Hicks.) Since the birth of “Idol,” the three-judge formula (expert, nice, mean) has become so ubiquitous in television that one forgets “Idol” actually invented it—that it was not just present in nature when “Idol” was born. On-screen chemistry is commonly referred to as “lightning in a bottle” by industry professionals—the hardest quantity in nature to capture and sustain.

“Y’all Do” Chunk 3

With the addition of DioGuardi to the panel, “Idol” has taken the most celebrated, road-tested bottled-electricity in all of show business and thrown in a dose of hydrochloric acid. Will the addition make the contained combustion pulse ever higher, or will it dilute the carefully calibrated elements, causing the bottle to crack and the whole mixture to drip forlornly to the floor? At this point, it is impossible to have much sense about how things will turn out, but the hanging question mark give the season some unexpected excitement before it begins. And we will all be watching—for at least one season more.

Cloze Procedure

The score was tied adverb phrase. Fans adjective phrase were screaming adverb phrase. The captain adjective phrase passed the ball adverb phrase adverb phrase. Luckily, another player dribbled the ball adverb phrase. The team was close to breaking the tie adverb phrase occurred. The gym was silent adverb phrase. No one spoke a word waiting adverb phrase. Three seconds adjective phrase were left adjective phrase. He bounced the ball once, twice, and aimed adverb phrase. The shot shocked the crowd because the ball went adverb phrase. Unbelievably, the winner adjective phrase was not determined adverb phrase. The fans adjective phrase cheered wildly.

Cloze Procedure

The score was tied between the two rivals. Fans with their banners and confetti were screaming beyond control. The captain of the team passed the ball underneath the basket beyond his team player. Luckily, another player dribbled the ball into the lane. The team was close to breaking the tie before the foul occurred. The gym was silent at that moment. No one spoke a word waiting for the free-throw. Three seconds of playing time were left on the clock. He bounced the ball once, twice, and aimed for the goal. The shot shocked the crowd because the ball went past the goal. Unbelievably, the winner of the game was not determined until the very last second. The fans of the winning team cheered wildly.

BEFORE

Purposes Activate Prior Knowledge Generate Questions Build Background knowledge Establish a Purpose for the Lesson Strategy Think-Pair-Share

ARI Secondary Team 2008

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DURING

Purposes engage students in text integrate new information with prior information Strategies Chunk the Text Cloze Procedure

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AFTER

Purposes Reflect on the content of the lesson Respond to text through conversation Strategy Exit Slip

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Reflect on the English Language Arts Lesson

Column Notes

Five Ingredients

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